The chart compares the proportions of children experiencing educational problems in two elementary schools in 2005 and 2015.
In general, less students in school A were having trouble with cognitive tasks in 2015, while the opposite trend was true for School B, whose students had worsened during the same year. Additionally, School B’s students always had better results when compared to their school A counterpart.
The report indicates that 42 percent of students in school A struggled to follow instructions, which was the highest percentage in the graph, the inability to concentrate on lessons ranks second at 40% of students, followed by, expressing ideas verbally, listening, and spelling, the two least problematic were the student’s writing and reading abilities, which were at 28 and 22 percent respectively. In 2015, the situation switched with following instructions and lesson concentration becoming the best ones with a more than 20% decrease to 18% for both; meanwhile, writing and reading became the worst at 23% and 28% respectively, due to them staying mostly the same with reading increasing by 1%.
Regarding school B, they didn’t have any skills that more than 20% of students struggled with, the most troublesome being concentration and verbal idea expression at 15 and 14% respectively, while the least problematic were spelling and following instruction at nearly a third of the highest’s figure at 5 and 6 percent respectively. A decade later, concentration and verbal expression of ideas remained the worst problems at 15% each while the best skills were reading at 9% and writing at 7%.